PHINMA-University of Pangasinan

Arellano Street, Dagupan City, Pangasinan

APP 006: Practical Research 2

EFFECT OF CLASS SIZE IN THE ACADEMIC

PERFORMANCE OF SENIOR HIGH SCHOOL

STEM STUDENTS IN PHINMA-UNIVERSITY OF

PANGASINAN

A research presented to:

Ms. Syvie Marie A. Maramba

As fulfilling one of the requirements of the subject

PRACTICAL REASEARCH 2
(APP 006)
Leader:
Llusala, Hyacinth R.
Members:
Escleto, Keziah Mae C.
Cruz, Jade Ann C.
Reside, Matthew Roel C.
Makipagay, Christine DG.
Francisco, Ralph Menard F.
Baldueza, Dhenzthier F.
Vallo, Jumar V.
Gomez, Reden
Maningding, Ma. Kyla Amabelle A.
Cuison, Christian Jake D.
Baligod, George
Gallardo, Efren D.

(2018-2019)

1
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

This introduction chapter discuss about the research, its main

problem and purposes. In this chapter it also shows how the research

suppose to flow. It summarizes and explains the whole study.

Background of the Study

The studies have focus on Effects of class size on academic

performance of the SHS STEM STUDENT IN PHINMA-UNIVERSITY OF

PANGASINAN effects of class size on student achievement. The teachers,

school administrators, and policy makers are the smaller class sizes

translate to improvements in students learning outcome. While a number

of studies have found support for the importance of class size on student

achievement, others strongly refute this claim concluding that class size

has little to no impact on objective student outcomes. The difficulties in

assessing the causal influence of class size on student’s outcomes such

as achievement, are: 1) class size itself often not directly observe but

rather peroxide by pupil-teacher ratios at the state, district, or social

level. 2) Many data sets use to analyze this question are cross-sectional

and thus don’t allow one to control for fixed students, teacher, class or

school effect. 3) Class size itself may be endogenous in a student

outcome equation.

The researchers conducted this study to determine if there is an

effect of class size on academic performance of STEM Senior High School

2
students in UPang. The researches chose this topic because they think

that due to the increasing population of the country, population in

school is also increasing. This is also to determine if the school is lacking

for rooms or teachers. And if there is an effect on student’s academic

performance it will be resolved.

Statement of the Problem

Students in PHINMA-University of Pangasinan have been

increasing. The research will help the University to know how the effect

of class size on academic performances of senior high school students. If

increasing of class size where to have negative outcome on student, this

might give impact to the academic performances of students. The teacher

might get stress and hardship in teaching such big population of

students in classrooms. The students will affect their grades. They will

get low scores on test. This disadvantage has impact in student’s ability

to gain knowledge skills.

This study aimed to answer the following questions:

1. What consequences will the students face in having over

population?

2. How will PHINMA-University of Pangasinan taught the STEM

students in academic performance of SHS?

3. What strategies will the teachers need?

4. How is the participation exerted in having large size of population

compared to small size?

3
 5. What advantages does small size have?

Significance of the Study

This study is significant to University of Pangasinan faculties to

know effects of class size on academic performance SHS STEM Students

of UPang. As the researcher notice that many SHS Student choose

academic strand, the research will help the university to know the effect

of class size on academic performance of SHS Students. This school has

implicit responsibility to prove possible learning condition for Students of

SHS. If increasing class size where to have negative outcome on student,

this might give a big impact to their academic performance. This student

could have the disadvantage, relative those students in other district that

has a smaller class size they not might acquire as much knowledge and

skills as a smaller class. this disadvantage has impact in student’s ability

to gain access SHS Students of UPang, and ultimately, impact on his/her

learning potential moreover, if increasing class size where to have no

effect on student’s achievement, then money could be saved by

increasing class size in using the money on program and activities that

will increase in student’s achievement.

 Students- The research will help the students to know what the

effect of class size on their academic performance will be.

4
  Teachers- The result of the study will serve as Guide for SHS

Teacher on what strategy will they do to accommodate all the

students

 Administrator- This will inspire school Administrators and other

key personnel in providing for Best Possible Learning Conditions to

meet the needs of the students and demand of time.

 Other Researchers- This study will send as a Reference for those

students that are beginning to make a Research paper.

Research Hypothesis

Ha- The class size has a significant effect of class size in academic

performance of STEM Senior High School students in PHINMA-University

of Pangasinan.

Ho- The class size has no significant effect of class size in academic

performance of STEM Senior High School students in PHINMA-University

of Pangasinan.

Scope and Delimitation

The researchers conducted the study to determine if there was an

effect of class size on academic performance of STEM Senior High School

students of PHINMA-University of Pangsinan, Dagupan City campus. The

information will be gathered from the following student that is enrolled in

school year 2018-2019. The respondents will be random chosen for the

study. The research will be limited for STEM Senior High School student.

They will be given information for the validity of their answers.

5
 Conceptual Framework

Figure 1

Input
1) The related studies that can be
use in conducting study
2) Applying the methods and
procedure of the study .
3) Manipulate/Removing knowledge
that are not related in the study
4) Preparation of the study to be
relevant

Process
1) Searching all the possible
informatiion that are needed
2) Conductiing the research using
related studied and literature.
3) Gathering data by conducting survey.
4) Explaning words that are used.

Output
1) Right and and sutisfying gathering
data has been done in the servey.
2) reading the aim of the researchers.
3) Organized and well oriented research
study.
4) appropriate terms of definition of
words.
5) The results are accepted by the
researchers and to the fellow.

6
The Figure 1 (description) shows that:

Input

Molding knowledge and related studies that can help us in

conducting our study. Determine the concept of the Study in applying

the methods and processes. The preparation of the study to make it

relevant to the process. Manipulate knowledge-related to the chosen

study. Apply the methods and process that proves the research study.

Process

The researchers highly conducting the research base on the related

studies literature. Researching of the information that are needed in the

research study. Gathering of data by conducting a survey. Defining terms

and explaining of words that are being used in the study. Recognizing

and stating the problem of the study.

Output

Organized and well-oriented research study. The researchers use

appropriate accurate terms and definition of words. Those applicable

solution/s related to the given problem/s only. The main point of the

study is informative and has a clear vision in delivery. Gathering of all

data that is done in the survey is right and appropriate. Reached the aim

of the research study and satisfy the information needed by the

beneficiaries and the future researchers.

7
Definition of Terms

Endogenous- having an internal cause or origin, confined within a group

or society.

Refute- prove (a statement or theory) to be wrong or false; disapprove.

Peroxide- a compound containing two oxygen atoms bonded together in

its molecule or as the anion.

Varied- incorporating a number of different types or elements; showing

variation or variety.

Economic recession-A recession is when the economy declines

significantly for at least six months. That means there's a drop in the

following five economic indicators: real GDP, income, employment,

manufacturing, and retail sales.

Empirical assessment- relying on or derived from observation or

experiment.

Plethora - a large or excessive amount of (something).

Class size – number of students in a given course or class.

Academic Performance - is the extent to which a student, teacher or

institution has achieve their short or long term educational goal.

STEM – Science, Technology, Engineering and Mathematics

SHS – Senior High School

8
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

A number of journals, unpublished materials, and articles from the

internet were browsed to get insights for the conceptualization of this

study. These are represented here under.

LITERATURE

Foreign

According to James Monks and Robert Schmidt (2010) both class

size and the total number of students that a faculty member is

responsible for teaching have a negative impact on the self-reported

outcomes of amount learned, instructor rating, course rating, and

expected course grade. These negative relationships between class size

and student load with student outcomes are found conditional on faculty

and course fixed effects, and thus represent changes in student

outcomes within instructors and courses, and are not attributable to

endogenous variation in class size across instructors. Additionally, the

analysis above reveals that class size and student load primarily

influence student outcomes by altering certain aspects of courses that

students find beneficial and helpful in learning. For example, large class

sizes and higher student loads are correlated with less critical and

analytical thinking, less clarity in class presentations, and lower ratings

on the instructor’s ability to stimulate student interest. In turn, these

course and instructor attributes are positively related to students’ course

9
assessments. Reducing class sizes will help to improve student

outcomes, but ignores the impact that student load plays in how faculty

structures their courses. Reducing class sizes and the total number of

students that a faculty member is responsible for teaching in a semester

will lead to significant improvements in student outcomes.

Administrative policies of hiring adjunct faculty to teach numerous

sections of a course in order to minimize class sizes ignores the

important role that total student responsibility plays in how faculty

actually teach those courses. Course attributes important to student

learning and how much students get out of a course suffer when class

size and student loads increase. Policies designed to reduce class sizes in

order to fare better in institutional rankings should be weighed against

the impact these policies may have on student load and the equally

important impact it plays in student outcomes.

According to K.C. Vandenberg (2012) educational leaders need

effective academic strategies to increase student achievement. Reduced

class sizes is one method that some previous research has suggested as

being able to increase student achievement, especially for at-risk

students. During the economic recession of the twenty-first century,

increasing funding for any intervention, especially one as contradictory

as reducing class sizes, is an arduous task. Therefore, contemporary

research was needed regarding the relationship between class size and

academic achievement in rural, economically disadvantaged third grade

10
classrooms. The study found a positive relationship between class size

and academic achievement when all class sizes were included in the

sample. When all class size data was included, higher mean reading and

mean mathematics scores were found in larger classes. However, class

size was not a significant predictor of academic achievement in classes of

15 or more students per teacher. Class size was a significant predictor of

academic achievement when all class sizes were included due to the fact

that the smaller classes in the study were mainly comprised of students

identified as being at-risk of not passing the CRCT. The findings of this

study do not support the reduction of class size to increase academic

achievement. The study also found that teachers in rural, economically

disadvantaged classrooms prefer small classes. Survey data indicated

that teachers support small classes because they feel small classes allow

them the opportunity to increase their use of hands-on activities, one-on-

one instruction, small group instruction, which could lead to increased

academic achievement. Reducing class sizes is a strategy that would be

supported by the survey research of this study.

Conclusion

The following foreign studies show that in certain countries they

were likewise experiencing the same problem regarding the effects of

class size to the students. Yet in some countries, they can maintain the

average class size and if the average class size exceeds, they will find a

11
way seeing the academic performance of the students will not be affected.

It also shows that it is viable for the adverse effect of class size to not

affect the academic performance of the students. Nonetheless, effective

academic strategies are needed to increase the academic performance of

the students.

Local

In an article entitled “Class size and student learning” by Leonor D.

Sunga (2016). The standard class size for public schools in elementary

and high school is clearly defined by Department of Education policies.

However, in the Philippines where the number of students far outnumber

the classroom available, the scenario where 50 and even 60 students in

some cases in Metro Manila is not surprising. The average student

growth rate in the Philippines is 1 to 2 percent per school in the

provinces. This number is even higher in the cosmopolitan areas and

cities. In cannot be argued that there are negative effects of an over

populated classroom. In a study “Local Success Stories: Reducing Class

Size” in the United States, it describes challenges and opportunities in

efforts to reduce class size and its benefits to students. “Class size

reduction is something that is so clearly beneficial to the ability of our

students to learn and our teachers to teach that I am bewildered by any

effort to stand in its way,” the report said. The benefits of smaller class

size — for both students and teachers — are abundantly clear. Research

12
has shown that class size reduction in the early grades with a qualified

teacher leads to higher student achievement in reading and math. And

the benefits are greatest for disadvantaged and minority students. What

is more, as recent analyses reveal, the payback that comes from

participating in small classes increases from year to year. That report

summarized substantial research showing that class size reduction in

the early grades leads to higher student achievement in reading and

math when class size is reduced to 15-20 students. Smaller classes lead

to lasting academic improvements. The benefits of participating in small

classes increase from year to year, both in the early grades when classes

are small and in subsequent years when students are placed in larger

classes. At the end of fifth grade, students who were in small classes in

grades one through three were about half a school year (5 months) ahead

of students from larger classes, in all subjects — reading, language arts,

math, and science. Students from small classes were found to be making

better grades in high school and taking more advanced courses. Teachers

benefit too. Teachers spend more time on instruction and less time on

discipline problems. Teachers say they know their students better, know

where each child is in the learning process, and can provide more

individualized instruction. All of these improvements in teaching are

matched by increased student achievement, making teaching more

rewarding.

13
 The benefits of reduced class size in the early grades go beyond the

well-documented improvements in reading, mathematics, and science.

Smaller classes also lead to better identification of students who need

special help, increased student participation and engagement, improved

behavior, and reduced retention in grade. In a recent book by Professor

Charles Achilles concluded that the outcomes associated with small

classes are the foundation of safe schools: improved student behavior

and human relations skills; increased participation in schooling and

school-sanctioned events; increased sense of community in small

classes; and generally improved school climate where students, teachers

and parents feel more comfortable.

Conclusion

Based on the local studies, it shows that there is a big impact of

class size in the academic performance of the students. In fact, every

year there is increase of population which is the reason of 50-60

students per classroom which isn't surprising. The ability if the students

to improve their performance and achieve higher is possible if there is

class size reduction.

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STUDIES

Foreign

The study of Horvat and Baugh (2015) showed that supplementing

school lessons through the use of home-based teaching methods (i.e.

parents educating their children at home) helps to significantly improve

academic performance. In fact, Horvat and Baugh stated that learning

should not stop at the doorsteps of a school; rather, it should extend to

lessons at home so that a child can ask their parents to clarify particular

concepts that they were unable to understand (Horvat & Baugh, 2015).

Rodriguez and Elbaum (2014) proved this in their study where it showed

a significant gap in academic performance between students that

primarily studied on their own and those that were being taught by their

parents. Defining the Problem centers on where should the line is drawn

when it comes to the amount of assistance that a child should receive

from their parents when it comes to their schoolwork. It is

understandable that parents want their children to do well in school but

in some cases they take this too far and start doing the school projects

and assignments instead of their children. This sort of action prevents a

child from actually learning how to solve problems on their own and can

have an adverse impact on their learning development. Some parents

justify this action by stating that by taking a more direct role in assisting

their children with their assignments and projects, this ensures that

their kids would get good grades that would help in improving their

15
future prospective (Shiffman, 2011). Admittedly, these parents do have a

point that grades are important when it comes to applying for future

scholarships or competitive internships; however, constantly assisting a

child in this manner creates a level of dependency that would delay them

from being able to independently resolve complex issues and problems

on their own. Analyzing the Problem In this case example, a parent is at

the precipice of making a decision between being more involved in their

child's project to help them get a better grade or allowing them to make

their own mistakes so that their capacity to be independent is properly

nourished. Both options have pros and cons when it comes to their

potential long-term outcomes and each can radically impact how a child

would perceive the process of problem solving. The problem is thus

divided between the opportunities gained through high academic grades

and developing the capacity of an individual to confidently resolve

problems on their own (Rodriguez & Elbaum, 2014). There is no easy

resolution between the two possible outcomes since both have their own

individual merits that could greatly benefit a child, at least from the

perspective of a parent.

16
Local

According to Yoder & Lopez (2013) Generating Options There are

three possible solutions that can be followed for this case example: a.)

The Parent Heavily Contributes to the Project - in this scenario the

parent realizes that they need to directly assist their child in their project

so that they will get a good grade. As such, they will directly interfere in

how the child approaches the creation of the project, explain what must

be done to get a good result, and help the child achieve this outcome

through direct interaction with the project materials. b.) The Parent lets

their Child Continue on their own - in this scenario the parent realizes

the need for their child to learn how to be independent and the necessity

of learning from their own mistakes. While the child will get a lower grade

for the project, they will at least learn from the experience and take more

proactive steps in the future to prevent a similar problem from occurring.

c.) Primarily Providing Guidance but not Direct Interference - in this

scenario, the parent will only provide guidance and not interfere in how

the project turns out. They would go over the project instructions and

inform their child that some points were missed and that they should be

included so that they will receive a full grade. At this stage, they will

advise their child on what they could potentially do and why it would

work but would leave its creation and the decision-making process on

how to pull it off completely in the child's hands.

17
 CHAPTER III

METHODOLOGY OF THE STUDY

This chapter describes and discusses how the researchers will

gather the necessary data and information that will be used in the entire

study. It describes who will be the respondents of their research and

focus of the research study. This also shows the procedure of the data

collection and instruments used these chapter also discuss the sampling

technique and statistical Instruments.

This study focuses on the effects of class size on student academic

performance on STEM Senior High School students in University of

Pangasinan, and utilizes various variables which are important

predictors of student achievement based on results of similar prior

studies. According to Hill, it is important to replicate studies on variables

that affect student performance at different institutions due to the

“school-specific” nature of the data collected.

LOCALE OF STUDY

A distinction should be made between subjects and respondents of

the study. Subjects are persons investigated in the study. Wherein the

learning abilities of STEM Senior High School students will be examine.

The respondent will be asked to fill out a questionnaire are the

respondents of the study. Respondents therefore are providers of

18
information needed in the study, effect of class size on academic

performance of senior high school students. In this research study, 8

sections of Senior high school STEM students was selected to participate

in the survey they will answer those questions that related to how does

class size affect the academic performance of the Senior High School

STEM student of University of Pangasinan. Each student must be Senior

High School STEM Students of PHINMA-University of Pangasinan. The

survey was conducted at PHINMA-University of Pangasinan at the

classroom of those Senior high school STEM students that chosen by the

researcher which in North Hall building and MBA hall.

The research design that the researcher used is the descriptive research

design, where in the descriptive research design is a scientific method

which involves observing and describing the behavior of a subject

without influencing it in any way.

SAMPLING TECHNIQUES

The population for this study was Senior High School STEM Student of

PHINMA-University of Pangasinan. For the understudy research: The

Effect of Class Size on Academic Purposes of Senior High School STEM

students of University of Pangasinan. For logistical and cost reasons, the

gathering of data for this study was restricted to the class size per room.

Despite this change, a large number of students were involved in this

19
study. Our practical research teacher gave us the consent to conduct

this research.

A total number of students who were in class on the day of observation

were invited to participate was 100 students, 50 respondents from Grade

11 students and 50 respondents from Grade 12 STEM students. There

are many sampling strategies used in quantitative research. Quantitative

samples tend to remain objectively separated from the subject matter

because quantitative research is objective in approach in the sense that

it only seeks precise measurement and analysis of target concept to

answer inquiry. Regarding the size of the sample, Patton (1990:184)

suggests that “there are no hard and fast rules for sample size in

quantitative researches, it all depends on what you want to know, the

purpose of the inquiry, and what can be done with the available time and

resources”.

The researchers used the randomization because the researchers want to

ensure all the members of population have a chance of being selected.

Aside from that, it is easy to get the percentage of the answers of the

𝒇
respondent, because the researchers use the formula of P = 𝒏 × 100 where

the result of symbols that have been used are the P for percentage, and f

for the number of the respondents and letter n for the total numbers of

the respondents.

20
To this end we selected simple random sampling and use of the case

study or bounded system because it is meant to be an unbiased

representation of a group.

RESEARCH INSTRUMENTS

The instruments used were a researcher-made questionnaire checklist to

gather the needed data for the student's profile. The draft of the

questionnaire was drawn out based on the researcher's reading, previous

studies, professional literature, published and unpublished thesis

relevant to the study. In the preparation of the instruments, the

information needed in the study, effect of class size on academic

performance of senior high school STEM students in the research study,

a section of STEM Senior High School students was selected to

participate in the survey they will answer those questions that related to

how does class size affect the academic performance of the Senior High

School STEM students of PHINMA-University of Pangasinan. Each

student must be Senior High School STEM students of PHINMA-

University of Pangasinan at the classroom of those STEM senior high

school students that chosen by the researcher which in North Hall

building and MBA Hall.

21
PROCEDURE OF GATHERING DATA

The researchers made a letter for the approval to conduct the study at

PHINMA-University of Pangasinan. The study will be conducted for one

week with Senior high school STEM students of PHINMA-University of

Pangasinan to gather information about the effects of Class size on the

academic performance of Senior high school STEM student of PHINMA-

University of Pangasinan.

After collecting all the data the researchers, with the help of the

statistician tabulated and tallied the survey. The result would hopefully

be the basis for the Effects of Class size on the academic performance of

of Senior high school STEM students of PHINMA-University of

Pangasinan.

STATISTICAL INSTRUMENTS

This study estimates a regression model based on an 'educational

production function', with a measure of student academic performance

as the dependent variable (output), and selected important independent

variables which could affect student learning at University of Pangasinan

(inputs), and a measure of class size.

As stated by Okpala et al, an educational function has become a

dominant paradigm in the analysis of the effects of educational variables

on student performance. The estimated model follows a similar general

specification. The selected variables are used to control for possible

22
differences in students’ background, academic abilities, academic effort,

motivation and students’ study habits, and to control for possible

students’ ‘self-selection’ at the time of registration. Thus, the academic

performance of students is a function of their academic abilities,

academic efforts, study habits, prior knowledge and achievement, and

personal characteristics.

The estimated model is specified in a general form as follows:

[AGE, GENDER, SECTION]

Where:

AGE= student's age

GENDER= gender of the student (Male or Female)

SECTION= class section in which a student was enrolled (average or

above average)

A two-population t-test was also used to check for a significant difference

in the mean values of the dependent variable based on class size

(SECTION). The null hypothesis assumed that there is an effect of class

size in academic performance of Senior high school students of PHINMA-

University of Pangasinan.

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 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the presentation, analysis and interpretation of

data also includes discussion of research findings. The finding relate to

research questions that is guided by the study. The data were analyzed

to determine and identify the Effects of class size on student academic

performance on STEM Senior High School students in University of

Pangasinan.

The researchers gather this study from the respondents of Senior

High School Students of PHINMA University of Pangasinan who are

taking Science, Technology, Engineering and Mathematics (STEM) who

are engaged in large population towards their academic performances.

The data were analyzed by using Frequency and Percentage Distribution,

which has explained on Chapter III of this research.

24
Table 1

Question Demonstration Lecture Discussion Others

What 38% 17% 41% 4%

strategies
will the
teacher
need?

Graph 1
What strategies will the teacher need?

100

90

80

70

60

50
41
38
40

30

20 17

10 4
0
DEMONSTRATION LECTURE DISCUSSION OTHERS

This Graph 1 shows that in one hundred respondents (100), forty

one (41) students answered Discussion which has the highest number,

thirty eight (38) students answered Demonstration, seventeen (17)

students answered Lecture, and four (4) students answered Others

which specified as Persuasion and Presentation. This means that most

student prefer discussion in teacher’s strategy in teaching.

25
Table 2

Question Feeling Low Low Test Others

competitive Performance Scores
What 51% 36% 5% 8%
consequences
will the
students face
in having
large class?

GRAPH 2
What consequences will the students face in having large class?

100

90

80

70

60
51
50

40 36

30

20
8
10 5

0
FEELING COMPETITIVE LOW PERFORMANCE LOW TEST SCORE OTHERS

This Graph 2 shows that in one hundred respondents (100), fifty one (51)

students answered Feeling Competitive which has the highest number, thirty

six (36) students answered Low Performance, five (5) students answered Low

Test Score, and eight (8) students answered Others which specified as Lack of

Orientation and Neglect. This means that fifty one (51) students feel

competitive in having a large class.

26
Table 3

Question 30-40 40-45 45-50 Above 50

Students Students students students
What class 66% 17% 15% 2%
do you
prefer?

GRAPH 3
What class do you prefer?

100

90

80

70 66

60

50

40

30

20 17 15

10
2
0
30-40 STUDENTS 40-45 STUDENTS 45-50 STUDENTS ABOVE 50 STUDENTS

This Graph 3 shows that in one hundred respondents (100), sixty six (66)

students answered 30-40 Students, which has the highest number, seventeen

(17) students answered 40-45 Students, fifteen (15) students answered 45-50

Students, and two (2) students answered Above 50 Students. This means that

sixty six (66) students prefer to have 30-40 students in a class.

27
 Table 4

Question Teacher Facilitator Friends Classmates None

When there is 60% 11% 10% 17% 2%
a large class
size, to whom
do you find
difficulty to
communicate?

GRAPH 4

When there is a large class size, to whom do you find difficulty to

communicate?

100

90

80

70
60
60

50

40

30

20 17
11 10
10
2
0
TEACHER FACILITATOR FRIENDS CLASSMATE NONE

This Graph 4 shows that in one hundred respondents (100), sixty (60)

students answered Teacher which has the highest number, seventeen (17)

students answered Classmates, eleven (11) students answered Facilitator, ten

(10) students answered friends, and two (2) students answered None. This

means that sixty (60) student will have difficulty to communicate with their

teacher in having a large class size.

28
Table 5

Question General General Personal Pre- Others

Biology Physics Development Calculus
If the class 20% 27% 21% 19% 13%
is huge, on
what
subject do
you find
difficulty to
understand?

GRAPH 5
If the class is huge, on what subject do you find difficulty to
understand?

100

90

80

70

60

50

40

30 27
20 21 19
20 13
10

0
GENERAL BIOLOGY GENERAL PHYSICS PERSONAL PRE-CALCULUS OTHERS
DEVELOPMENT

This Graph 5 shows that in one hundred respondents (100), twenty

seven (27) students answered General Physics which has the highest number,
twenty one (21) students answered Personal Development, twenty (20) students
answered General Biology, nineteen (19) students answered Pre-Calculus, and
thirteen (13) students answered Others which specified as Physical Education
and Math-Related subjects. This means that twenty seven (27) students having
difficulty to understand in subject General Physics

29
 Chapter V
SUMMARY, CONCLUSION, RECOMMENDATION
Introduction

As a part of closing chapter, which is the chapter 5, the researchers of

this research paper have to do with the following composition or part for
this chapter which are follows: (1) summarization of the findings based
on the following research questions or problems, (2) articulating
conclusions from the research findings, and lastly, (3) reeling off some
recommendations towards the problem of this research paper.

Summary

This study aimed to determine the effects of class size on academic

performance of the senior high school students of University of

Pangasinan as perceived by the senior high school students of PHINMA-

University of Pangasinan in relation to their concentration on their

studies, academic performance. To accomplish the purpose of the study,

the researchers made a questionnaire in order for them to determine the

perception and feelings of the respondents towards the effects of class

size in academic performance in SHS students in PHINMA-University of

Pangasinan Random sampling was used in the research to give what is

accessible to the researchers. The researchers conducted a survey and

gave it to the respondents for them to fill up the said questions. The

questionnaire is used to identify wether the students agreed or disagreed

on the effects of their own class size affects their academic performance.

30
After the formulation of questionnaire (rating scale and checklist) which

was checked and validated, a survey was conducted to the sample then

the data were collected and tallied. The respondents were categorized in

terms of their answers with regards to the effects of class size in

academic performance in senior high school students in PHINMA-

University of Pangasinan.

Findings

Based on the information from the empirical study, it can be concluded

that most students and lecturers alike, rather prefer smaller classes to

larger ones. Consistent with student achievement and class size was

found to exist. Most lecturers believed that student achievement and

improved student behavior when the approximate number of students

per class is below 50 students or exactly 25 students per room. Among

the 50 respondents of our group from the strand of ABM (Accountancy

and Business Management) On the questionnaires that the Researchers

gave to them approximately of 61.6% of the respondents answer agree

and approximately of 38.4% of them answer Disagree. Generalization As

the Researchers have been conducted questionnaires about “The Effect of

Class size on the Academic Performance of Grade 11 students in

University of Pangasinan” among the Grade 11- ABM Students of the

said university 50 persons are being chosen to be our Respondents and

31
that 50 students have answered the 10 questionnaires of the

Researchers.

1. The students will understand their lesson/s if the class population is

above average.

2. The Respondents Prefer Smaller Class Size than Larger ones.

3. The Respondents are in favor that in every class there should only be

35-40 students.

4. The Respondents are not in favor of the 50 students or more per class.

5. The academic performance of the Respondents are affected by having

a large class size.

6. The Respondents think they can't focus on their studies when their

class size is beyond the capacity of the room.

7. The Respondents number of class size affect the academic

performance as a student in UPANG.

8. The Respondents understand every lesson of their teacher discussion

with their current class size.

9. The Respondents says it is easy to socialize when they have so many

classmates. 10. The Respondents are fine with their current class size.

32
These results suggest that student load’s negative influence on course

outcomes works through altering the attributes of the instructors’

courses. Faculty who must handle a large number of students in a

semester appear to change their courses in ways that negatively affect

course outcomes. Class size has a similar indirect impact in that larger

classes seem also to prompt instructors to alter their courses in ways

that negatively affect course outcomes, but that class size itself has a

reinforcing direct negative impact on course outcomes, as well. While it is

clear from these results that students generally rate courses and faculty

in large sections less favorably than smaller sections, it is not obvious as

to why that is the case.

Approval and Disapproval of Hypothesis

 It is stated that the first hypothesis of the effects of class

size on the academic performance of Grade 11 Senior High

School Students of UPANG is that when the class size is

more than average the students find it hard to focus on

their studies.

 The second hypothesis is the importance of having just the

right population in a class, it tends to help the student

33
 focus on their lessons and they get to learn a lot more than

when the class population is numerous.

 The third hypothesis states that the main reason why class

size are excessive because of the lack of facilities and

accommodations, like classrooms etc. Based on the

research it has the highest percentage of the factors that

affects the academic performance of students because of

their class size.

 The fourth hypothesis is the impact of the research to the

readers is for them to be aware of the increasing size of

students and the lack of facilities, faculty and staff.

 The fifth hypothesis is that it is approved that the effects of

class size in the academic performance of the students will

have a negative effect to the students learning. They might

don't understand the lessons very well because of the

population. There has a tendency that they cannot cope up

fast to the lessons. And increasing of class size is not

helpful to the teachers because they cannot prioritize all

their students especially those students who are not

mentally developed. While its positive effect is that smaller

class sizes can improve the learning of each student.

Limitations

The following statements are the limitations and problems

34
during the research.

• The researchers must ask a permission to the senior high

school principal to conduct a survey to their respondents and

make sure that they are not disturbing the classes of the

respondents.

• Time management. It is because of the busy schedule of the

researchers because of school and paper works that are given to

them all at once, the researchers are given a limited time to do a

research.

• Conducting a survey and collecting questionnaires. Some of

the respondents are not taking seriously the questionnaires

that are given to them.

Recommendation

Critical thinking, collaboration and teamwork, intercultural and

overall competence, is appropriate, in all general education

courses in the domain-knowledge areas. The researcher,

through this recommendation hopes to raise the expectations

and challenge the status quo for what currently transpires in

many classrooms, large and small. The emphasis on

integration, application and active collaborative learning should

be focused in all the following competencies:

35
• Active use of writing, speaking and other forms of self-

expression;

• Opportunity for information gathering, synthesis and analysis

in solving problems, including the use of library and

computer/electronic resources and the application of

quantitative reasoning and interpretation;

• Engagement in collaborative learning and teamwork; o

Application of intercultural and international competence;

• Dialogue pertaining to social behavior, community and

scholarly conduct.

• An introduction of seminars should endeavor to orient

students to the academic experience at a large research

university. Such seminars can also help demystify academic life

by discussing the roles and responsibilities of faculty and

academic advisers, cooperative education and internships or in-

service learning, all in the context of the teaching, research, and

service functions of the University.

• A proactive stance that surpasses the conventional and rather

limited role students seem to play needs to be taken.

Knowledge about what defines an effective educator is equally

necessary because the teacher is one of the most important

factors influencing student achievement. Finally, good general

36
education builds dynamic assessment and improvement into

curricular processes

Bibliography

https://www.google.com.ph/url?sa=t&source=web&rct=j&url=h

ttp://uir.unisa.ac.za/bitstream/handle/10500/5759/thesis_ba

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wjMpqHK2vLZAhWCHpQKHdsLC1UQFjAAegQICRAB&usg=AOv

Vaw3x2i3qJqGzUqICmWleEiZ-

https://www.google.com.ph/url?sa=t&source=web&rct=j&url=h

ttp://uir.unisa.ac.za/bitstream/handle/10500/5759/thesis_ba

kasa_l.pdf%3Fsequence%3D1%26isAllowed%3Dy&ved=2ahUKE

wjMpqHK2vLZAhWCHpQKHdsLC1UQFjAAegQICRAB&usg=AOv

Vaw3x2i3qJqGzUqICmWleEiZ-

https://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?arti

cle=1145&context=workingpapers

37
APPENDIX A

Letter for the Principal

PHINMA – University of Pangasinan
Arellano Street, Dagupan City, Pangasinan

Ms. Anna Kristina Saldana

Principal
PHINMA-University Of Pangasinan
Dagupan City, Pangasinan

Madam
Good Day!
We, the undersigned, are Senior High School Students of this institution
and are currently enrolled in the course Practical Research. As part of the said
course, we are required to do a certain research study. The study we are
conducting is entitled Effects of Class Size in Academic Performance of
Senior High School STEM Students of PHINMA-University of Pangasinan.

In this regard, may we ask your good office to allow us to conduct an

interview to some Senior High School students in our school. We assure you
that we will not disturb classes and will just interview those students who do
not have any classes and those who are genuinely willing to cooperate and
participate. We are hoping for your favorable reply. Thank you and God Bless!

Respectfully Yours,
Hyacinth R. Llusala Ralph Menard F. Fransico
Dhenzthier F. Baldueza Efren D. Gallardo
George Chrysler L. Baligod Reden V. Gomez
Christian Jake D. Cuison Christine D. Makipagay
Jade Ann C. Cruz Ma. Kyla Amabelle A. Maningding
Keziah Mae C. Escleto Matthew Roel C. Reside
Jumar V. Vallo
Ms. Syvie Marie Maramba Ms. Anna Kristina Saldana
Teacher Principal

38
 APPENDIX B
Letter for the Respondents Regarding the Study
PHINMA – University of Pangasinan
Arellano Street, Dagupan City, Pangasinan

Dear Respondents,

Good Day!

We, the undersigned, are Senior High School Students of this

institution and are currently enrolled in the course Practical Research.
As part of the said course, we are required to do a certain research
study. The study we are conducting is entitled Effects of Class Size in
Academic Performance of Senior High School STEM Students of
PHINMA-University of Pangasinan.

In this regard, we would like to request your participation by

answering our questionnaire and rest assured that all information
derived herein will be treated with utmost confidentiality. Thank you and
God Bless!

Respectfully yours,

Hyacinth R. Llusala Ralph Menard F. Fransico

Dhenzthier F. Baldueza
George Chrysler L. Baligod
Christian Jake D. Cuison
Jade Ann C. Cruz
Keziah Mae C. Escleto
Jumar V. Vallo
Efren D. Gallardo
Christine D. Makipagay
Ma. Kyla Amabelle A. Maningding
Reden V. Gomez
Matthew Roel C. Reside

Ms. Syvie Marie A. Maramba

Teacher

39
APPENDIX C
EFFECTS OF CLASS SIZE IN THE ACADEMIC PERFORMANCENOF SENIOR
HIGH SCHOOL STEM STUDENTS IN PHINMA-UNIVERSITY OF PANGASINAN

NAME: GRADE/SECTION:

AGE: GENDER:

DIRECTIONS: PUT A CHECK MARK ON YOUR CORRESPONDING

ANSWER.

1. What strategies will the teachers need?

o Demonstration
o Lecture
o Discussion
o Others:________
2. What consequences will the students face in having large class
size?
o Feeling competitive
o Low performance
o Low test scores
o Others:_________
3. What class do you prefer?
o 30-40 students
o 40-45 students
o 45-50 students
o Above 50 students
4. When there is a large class size, to whom do you find difficulty to
communicate with?
o Teacher
o Facilitator
o Friends
o Classmates
o None
5. If the class size is huge, on what subject do you find difficulty to
understand?
o General Biology
o General Physics
o Personal Development
o Pre- Calculus
o Others:________
CURRICULUM VITAE
NAME: Hyacinth R. Llusala
AGE: 17
ADDRESS: Brgy. Seselangen, Sual, Pangasinan
CONTACT NO.: 0927 298 0769
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Ma. Kyla Amabelle A. Maningding

AGE: 18
ADDRESS: Brgy. Tobuan, Labrador, Pangasinan
CONTACT NO.: 0995 948 3180
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Jade Ann C. Cruz

AGE: 19
ADDRESS: Brgy. Matic Matic, Sta. Barbara, Pangasinan
CONTACT NO.: 0946 973 6694
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Matthew Roel C. Reside

AGE: 17
ADDRESS: Brgy. Anolid, Mangaldan, Pangasinan
CONTACT NO.: 0947 982 7032
GRADE & STRAND: 12 STEM
SIGNATURE:__________
NAME: Christian Jake D. Cuison
AGE: 17
ADDRESS: Brgy. David, Mangaldan, Pangasinan
CONTACT NO.: 0995 408 3411
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Ralph Menard F. Francisco

AGE: 18
ADDRESS: Brgy. Batakil, Pozorrubio, Pangasinan
CONTACT NO.: 0927 237 7290
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Keziah Mae C. Escleto

AGE: 17
ADDRESS: Brgy. Bonuan Boquig, Dagupan City, Pangasinan
CONTACT NO.: 0916 126 2575
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Jumar V. Valdez

AGE: 18
ADDRESS: Zone 1 Brgy. Balingueo, Sta. Barbara, Pangasinan
CONTACT NO.: 0915 744 4816
GRADE & STRAND: 12 STEM
SIGNATURE:__________
NAME: Christine D. Makipagay
AGE: 17
ADDRESS: Brgy. Manzon, San Carlos City, Pangasinan
CONTACT NO.: 0907 057 3481
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Dhenzthier F. Baldueza

AGE: 17
ADDRESS: Brgy. Nagsaing, Calasiao, Pangasinan
CONTACT NO.: 0915 307 3974
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: Reden V. Gomez

AGE: 16
ADDRESS: Brgy. Tonton East, Lingayen, Pangasinan
CONTACT NO.: 0946 884 8854
GRADE & STRAND: 12 STEM
SIGNATURE:__________

NAME: George Chrysler L. Baligod

AGE: 17
ADDRESS: Bonuan Gueset, Dagupan City, Pangasinan
CONTACT NO.: N/A
GRADE & STRAND: 12 STEM
SIGNATURE:__________
NAME: Efren D. Gallardo
AGE: 17
ADDRESS: Brgy. Bolo, Labrador Pangasinan
CONTACT NO: 09369929598
GRADE & STRAND: 12 STEM
SIGNATURE:__________